Name: Ginny Pattison Grade Level: 3rd grade

Topic/Central Focus Subject: Math

Algebra: Multiply with three numbers Time Frame: 40 minutes

Standard(s) to be met in the lesson:

MA 3.2.1a Identify arithmetic patterns (including patterns in the addition or multiplication tables)
using properties of operations.

MA 3.1.2 Operations: Students will demonstrate the meaning of multiplication and division with
whole numbers and compute accurately.

MA 3.2.3.b Write an equation to represent real-world problems involving whole numbers.

Learning Objective: Assessment Tool(s) and Procedures:

TSWBAT group factors in any order to find the Informal observation during work time and
product of 3 or more numbers. discussion.

TSWBAT demonstrate the meaning of Worksheet- multiplying 3 or more digits

multiplication by drawing arrays and computing
accurately. Arrays- Drawing arrays to show the
meaning behind multiplication

Research-Based Best Practice used in lesson and why it is appropriate/useful

Tiered instruction (Tomlinson)- various readiness needs will be addresses when approaching
how to multiply with 3 or more numbers.
Count-by method- increasing fact fluency, solving the multiplication problem by count-by.

Student Engagement used throughout the lesson

Student/Technology engagement- Students will use an interactive game to practice 3-digit
multiplication facts.

Student/ Materials engagement- Students will be using counters to make arrays of

multiplication equations.

Student/Teacher engagement- Students who are at below level will work in a small group to
work on basic multiplication facts that will lead them to eventually do 3-digit multiplication
equations.

Academic Language:
Array, associative property of multiplication, product, multiple, multiplication

Materials: Technology:
Math Textbook Interactive game to practice multiplication facts
Multiplication table https://www.eduplace.com/kids/mw/swfs/faf_grade3.htm
Number cards 0-9 l
Multiplication sign cards
Counters
Faith/Values Integration:
N/A

Assets (Knowledge of Students: personal, cultural, community)

N/A

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

Groups of students will be assigned to groups that differentiates the content by readiness.
The different groups work on different types of multiplication problems individually based on
their readiness level.

Tier One- Students will be working with one-digit multiplication problems and creating arrays
to show the meaning behind multiplication.
Tier Two- Students will be completing three-digit multiplication problems and creating arrays
to show the meaning behind multiplication.
Tier Three- Students will be completing three-digit and two-digit by one-digit multiplication
problems. Students will also be creating arrays to show the meaning behind multiplication
along with creating their own problems for peers to solve.

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
Students will go to https://www.eduplace.com/kids/mw/swfs/faf_grade3.html to
complete the interactive game to practice their math facts.. Most students will
complete level 2 of the game while some may complete level 4 depending on their
readiness level.

Communicate the purpose of the lesson to students (objective/assessment)

We will be working on multiplying 3 or more digits. At the end of this lesson I will
have you show me that you can compute the multiplication equations accurately. You
will also show me that you can draw an array to go with the multiplication equation.

B) Instructional Sequence:
1. As a whole class we will fill out the graphic organizer about multiplication. This will be
a refresher to the student’s what multiplication is. It contains a review of math facts
and has them provide examples.
2. To introduce how to make an array with three factors start off with drawing an array
with two factors. After drawing an example have students draw arrays or create the
arrays with their counters.
3. Ask students what the product is of the array drawn. Ask how they could show these
groups by multiplying by 3. Ask how this is like repeated addition. Write out the full
answer and have students copy writing it.
4. Draw 2 more groups of the original group in the array to show that you now have
 three groups. Record the product you get. Have students do the same to one of the
arrays they completed.
5. Introduce the Associative Property of Multiplication which states that you can group
factors in any order to find the product of 3 numbers.
6. Students will get into their groups and work individually on their worksheets and talk
through the problems they are stuck on with their group.
7. For homework have students create arrays to the multiplication facts on one of their
worksheets the completed in class.

C) Closure:
Turn to a partner and talk about how to use the count-by method and why it can be
helpful to draw an array when solving multiplication.
Graphic organizer for whole class:
Student Paperwork for Tiered Task:
Tier 1:
Tier 2:
Tier 3: